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The Minnesota Literacy Council created this curriculum in partnership with ECHO
(Emergency, Community, Health, and Outreach). The goal of the curriculum is for
learners to become familiar with key rights and responsibilities held by landlords
and tenants in Minnesota in order to communicate more effectively with landlords.
They will practice self-advocating by contacting legal aid. Additionally, learners
will be able to summarize what it means to be a respectful tenant and a good
neighbor. This curriculum incorporates the College and Career Readiness
Standards for Adult Education in English Language Arts and Literacy. We invite
you to adapt it for your own classrooms.
ECHO is a nonprofit organization located in St. Paul and serving the needs of Minnesota’s
immigrant and refugee populations. ECHO's mission is to collaborate with diverse
communities to deliver programs and services that help people be healthy, contribute, and
succeed. At the time of the development of this curriculum, ECHO joined forces with Twin
Cities Public Television (tpt/ECHO) for the purposes of increasing the capacity to reach more
ELL audiences with media and outreach programs across Minnesota. Learn more about
ECHO media programs and ELL curriculums by visiting www.echominnesota.org or
www.tpt.org/ECHO
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Intermediate Level (CASAS reading scores of 201-220)
Fair Housing: Week 1 Unit Overview Unit Overview: This is a 1-week unit (4 days, 8 hours) in which learners become familiar with key rights and responsibilities held by landlords and tenants in Minnesota. They will be able to communicate more effectively with landlords and employ strategies to keep track of communication between landlord and tenant. Learners will practice self-advocating by contacting legal aid. Learners will be able to summarize tenant rights when finding housing. Learners will be able to recognize housing discrimination and know how to report it. Additionally, learners will be able to summarize what it means to be a respectful tenant. This curriculum supports the College and Career Readiness Standards for Adult Education in English Language Arts and Literacy. ESL learners will begin to develop skills in interpreting content-rich nonfiction text and have practice in supporting their statements with evidence from the text.
Focus of Week 1
Day 1: What are the key responsibilities of landlords and tenants?
Day 2: What are some effective ways to be a responsible tenant and a good neighbor?
Day 3: What are your rights as a tenant and where can you access tenant support resources?
Day 4: What is fair housing and why should you exercise your tenant rights?
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Fair Housing Unit: Week 1, Monday Day 1: What are the key responsibilities of landlords and tenants?
Objectives Learners will be able to… Materials Literacy/Critical thinking: Find definitions of essential unit vocabulary by using a glossary and clues in the text. Literacy/Speaking/English Language Arts College and Career Readiness Standard (ELA, CCRS) Anchor 2 (RI.3.2): summarize the main ideas and supporting details in a text about the responsibilities of landlords and tenants using a sentence frame. Listening/Speaking/Critical thinking: Site differences between key responsibilities of tenants versus key responsibilities of landlords using evidence from the text. Writing/Grammar/ELA, CCRS Anchor 1 (RI/RL.2.1): Ask and answer wh- questions about key tenant and landlord responsibilities to demonstrate understanding of key details in the text.
Make Student Copies
Handout: Pretest
Handout: ECHO Fair Housing Resource Booklet (make copies and staple for each student) *Collect these booklets at the end of class. Ss can take them home on Thursday.
Handout: Categorizing Vocabulary
Handout: Tenant OR Landlord? Worksheet Make Single Copies or Reference
Reference: Teacher Read Aloud Statements Props, Technology and Other Resources
Sticky Notes
ELMO Projector
Lesson Plan Pretest: (10-15 mins) Description: Ss will complete the Pretest for the unit. Materials/Prep: make copies of the Pretest. Activity 1: Literacy/Critical thinking (15-20 mins) Description: Ss will categorize new vocabulary and learn definitions for words that are new for them by using the glossary in the resource booklet. Materials/Prep: make copies of the ECHO Fair Housing Resource Booklet; Make copies of the Categorizing Vocabulary handout Activity 2: Literacy/ELA, CCRS Anchor 2: (30-35 mins) Description: Ss will read closely to find the main idea of the text and explain how it is supported by key details using a sentence frame to summarize the text. Materials/Prep: ECHO Fair Housing Resource Booklet Activity 3: Listening/Speaking/Critical thinking (20-25 mins) Description: Ss listen to statements and distinguish between responsibilities of landlords vs. tenants. Materials/Prep: ECHO Fair Housing Resource Booklet; Reference Teacher Read Aloud Statements; make copies of Tenant OR Landlord? Worksheet Activity 4: Writing/Grammar/ELA, CCRS Anchor 1 (15-20 mins)*Time Permitting* Description: Ss will write wh-questions to reflect understanding of key landlord and tenant responsibilities outlined in the text. Materials/Prep: ECHO Fair Housing Resource Booklet
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Wrap Up: Description: Ss will read sentences summarizing tasks and decide who is responsible, landlord or tenant. Materials/Prep: none
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Teacher Directions: Pretest
Materials: Pretest
Step 1: PRETEST
Explain that this week they will be
learning about the rights and responsibilities of landlords and tenants. Explain
that rights means a freedom that is protected. For example, you have the right
to privacy. Your landlord must let you know before coming into your home,
unless it is an emergency. Explain that responsibilities means a duty or
something you should do, such as paying your rent on time.
This unit will help Ss understand their rights and responsibilities as tenants and the rights and
responsibilities that their landlord has.
Pass out the Pretest. Make sure each student writes his/her name on the test. Explain that they will
take this test on Monday and again on Thursday and that this will help them know what they learned.
Collect & give the tests to your coordinator after class.
Teacher Directions: Activity 1: Literacy/Critical thinking Materials: ECHO Fair Housing Resource Booklet, Categorizing Vocabulary
Step 1: Setting the Context
Write the following question on the board: What are the key responsibilities of
landlords and tenants? Tell Ss that we will be thinking about this question during class
today and learning the answers to it. So, we can try to answer it at the end of class. Ss
and Teacher DO NOT have to answer the question now. Explain to Ss that this question
is asking what the important responsibilities are for landlords and tenants. Key means
important.
Pass out the ECHO Fair Housing Resource Booklet. Look at the cover together, Ask Ss to find the title.
Give Ss a few minutes to page through it. Tell them that this booklet will be a resource that we learn from
all week. Explain that you will collect it at the end of class today, at the end of the week they can take it
home.
Step 2: Categorizing Vocabulary
Write the following vocabulary words on the board:
damage, deny, dicrimination,evict, Fair Housing Act, inspect, landlord, lease, record, respect, responsibility,
right, rule, tenant, usually
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Say the vocabulary words aloud for pronunciation. Then, ask Ss to say the words along
with you as you tap out syllables to aid with pronunciation.
Now, pass out the Categorizing Vocabulary graphic organizer.
In pairs, ask students to consider which
column they should write each word in,
based on their familiarity with the word.
After a few minutes, have pairs of learners
share their definitions ONLY for words they
knew well. DO NOT LOOK AT THE
GLOSSARY, yet.
Step 3: Table of Contents, Glossary & Vocabulary Introduction
Now, Ask Ss to turn to page 2, The Table of Contents.
Ask Ss Why would someone use the Table of Contents?
Give Ss time to think.
Possible Answers: To find something they are looking for in a book. To
organize their writing.
Now, we are going to find definitions for our new vocabulary words
we will be learning this week.
Ask Ss Where can we find definitions for new words in this booklet?
What pages should we look at?
-
Give Ss time to think.
Answer : Glossary, on pages 12-13.
Explain to Ss that a glossary is like a small
dictionary where we can find the meaning
of new words from the text. Sometimes,
the book will let you know what words are
in the glossary by making them bold in the
text. Bold means the words will be darker
black.
Ask SS to turn to page 3. Ask them to find the first word
they see in bold: right.
Note for Teachers:
What is wait time?
Wait time is the amount of
time that elapses between a
teacher-initiated question and
a student response. Wait time
= think time!
Why should I increase my
wait time?
Research shows, that many
teachers only allow about 1
second of wait time! Wait
time = THINK TIME!
Increasing your wait time to
5-10 seconds can…..
1) increase the number of
student responses.
2) increase the caliber of
student responses. For
example, students may offer
more evidence in support of
their answers.
3) students’ confidence
increases, because they have
more time to think about and
form their answer. This is
really important for your ESL
students.
How can I increase my wait
time?
When you see this symbol
Ask Ss the
question and count to 5 or 10
in your head. Then, solicit
responses from your class.
Stahl, R. J. (n.d.). Using "Think-
Time" and "Wait-Time" Skillfully
in the Classroom. Retrieved February 10, 2016, from
http://www.ericdigests.org/1995-1/think.htm
Note for Teachers:
How does
categorizing
vocabulary help
students learn new
words?
Categorizing allows
the learners to
engage with the
words by considering
how well they know
each term before
they are defined by
the teacher. When
done in pairs or
small groups,
categorizing
vocabulary can lead
to peer teaching.
Also, the teacher can
monitor and then
help with any words
that are still unclear.
This strategy allows
learners to be more
engaged in learning
new vocabulary
terms and share their
prior knowledge.
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Ask students Where can you find the definition of the word right?
Give Ss time to think. Answer: in the glossary.
Have all Ss open to the glossary in their booklets. Now, ask them to Turn & Talk to partner and explain
what a glossary is. Answer: a glossary is like a small dictionary that has the meaning of new words from the
text.
Step 3: Define New Vocabulary
Project the Glossary Pages from the ECHO Fair Housing Resource Booklet. ONLY go over any definitions
that Ss did not know or only knew a little.
Step 4: Check for Understanding
Now, ask Ss to explain what a glossary is and how it can help you when you
are reading.
Give Ss time to think.
Ask Ss to share their answers with the class or a partner.
Then, ask students to give definitions for the following vocabulary terms
using their OWN WORDS: right, responsibility, landlord, tenant
Note for Teachers:
What if I give students time to
think and no one responds?
If there is no response after you
give Ss 5-10 seconds of wait
time try one or more of these
suggestions:
- repeat the question
- rephrase the question
- simplify the question
- make your question more
specific
After you try
one of these, it is recommended
that you allow another 5-10 seconds wait time.
Wait Time Resource:
https://www.lamission.edu/learni
ngcenter/waittime_definition.htm
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Teacher Directions: Activity 2: English
Language Arts College and Career Readiness
Standard: Anchor 2
Materials: ECHO Fair Housing Resource Booklet
Step 1: Before Reading
Go to the Table of Contents in the booklet on page 2. Ask
Ss What pages would help me find out more about landlord and tenant rights
and responsibilities? What pages could help me answer the question of the
day: What are the key responsibilities of landlords and tenants?
Give Ss time to think.
Answer : Tenant & Landlord Rights and Responsibilities on pages 6-7
Step 2: During Reading
Tell Ss that they are going to read the text 3 times. Write these instructions
on the board.
The 1st read: Just read through one time. Try not to stop.
The 2nd read: Read again. This time, circle words you don’t understand.
The 3rd read: Read each page. Then, Stop and Think. Answer the questions at the
bottom of pages.
While Ss are reading, encourage Ss to use the glossary and clues in the text to find
definitions. Instruct them to reread the sentences with unfamiliar words to look for
clues. You can also ask Ss to write their answers to Stop and Think questions and
highlight parts of text that help to answer the questions.
Step 3: After Reading, Model Finding the Main Idea
Now, tell Ss they will summarize what they have read. Tell Ss that summarize
means: to retell the information using your own words AND using less words.
Explain to Ss that they are trying to learn the main idea, or most important idea of
each page. Tell Ss that it is a good idea to ask what is the writer/author trying to
tell me? or what is this paragraph trying to teach me?
Ask Ss to take out a piece of paper. Write this sentence frames on the board. Ask
Ss to copy it into their notebooks.
Note for Teachers:
How can I support students to
read independently? What if
they get stuck?
Don’t give them the answer.
Instead, encourage your Ss to
try to find the answers on
their own! Tell them to read
like a detective!
Here are a few additional tips
and prompts to support your
Ss. Ask Ss to:
Re-read the text.
“Read page ___ one more
time. Then, see if you can
answer the question.”
Refer back to a part of the
text.
“Look at the 3rd
paragraph”
“What section could you look
at to find your answer?”
-
Note for Teachers:
What is Close Reading?
When we ask Ss to read a text
closely we are asking them to think
like a detective and write like a
reporter. Our goal is to get Ss to
slow down, engage with the text in
different ways, and reflect as they
read. Ss read the text with a
purpose and goal.
For example, students may be asked
to analyze the text more thoroughly
and provide evidence from the text
to support their answers to
questions from the teacher.
Resource:
http://www.scholastic.com/teachers
/article/common-core-close-
reading-0
Turn and Talk Teaching Strategy:
When you ask students to Turn and
Talk to a partner, it allows ALL
students share their ideas aloud in
a low-risk setting.
Also, it gives students more time to
think, process and practice their
language before sharing with the
whole group.
Reference:
http://www.theteachertoolkit.com/in
dex.php/tool/turn-and-talk
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1) What is the main idea of page 6.
Write your answer. Fill in the blanks.
The main idea of page 6 is _____________________________ . One detail that supports this big idea is
that tenants must ______________________________________.
Now, Teacher re-reads page 6 aloud. Ask the questions again what is the writer/author trying to tell me?
or what is this paragraph trying to teach me? Then, practice completing the first sentence frame together,
as a class.
Example answer: The main idea of page 6 is that tenants have responsibilities, including being a good
neighbor. One detail that supports this big idea is that tenants must pay rent on time.
Step 4: After Reading, Independent Practice Finding the Main Idea
Write the sentence frame below on the board. Now, ask Ss to re-read page 7 and complete the 2nd
sentence frame on their own.
2) What is the main idea on page 7?
Write your answer. Fill in the blanks.
The main idea of page 7 is _____________________________. One detail
that supports this big idea is that landlords must
_________________________________________.
Example answer: The main idea of page 7 is that landlords have
responsibilities and must follow rules. One detail that supports this big idea
is that landlords must keep your apartment in good condition.
Have Ss read their finished sentence frames aloud to a partner, or the class.
Note for Teachers:
Turn and Talk Teaching Strategy:
When you ask students to Turn
and Talk to a partner, it allows
ALL students share their ideas
aloud in a low-risk setting.
Also, it gives students more time to
think, process and practice their
language before sharing with the
whole group.
Reference:
http://www.theteachertoolkit.com
/index.php/tool/turn-and-talk
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Teacher Directions: Activity 3: Listening/Speaking/Critical
thinking Materials: ECHO Fair Housing Resource Booklet; Tenant OR Landlord?
Worksheet; Teacher Read Aloud Statements
Step 1: Setting the Context
Ask Ss to define tenant and landlord. They can look in the glossary again if they
need to.
Then, ask Ss to Turn and Talk to a partner and list responsibilities of tenants.
They can reference pages 6 in their booklet.
Step 2: Giving Directions
Now, tell Ss that they will listen to you read statements and decide if it is
responsibility of the tenant or landlord using pages 6-7 in their ECHO Fair Housing
Resource Booklet.
Pass out the Tenant or Landlord? Worksheet. Go over the vocabulary on the
bottom of the worksheet.
Read the worksheet instructions, as a class.
1) Listen to the sentence.
2) Stop and Think: Decide if it is the responsibility of the tenant or landlord.
3) Turn and Talk: Tell your partner what you think. Use this speaking frame to help you. Use evidence
from the text to support your answer.
_____________is a responsibility of the _________________. I know this because the author
writes ______________ on page _____________.
Step 3: Model
Tell Ss that you will practice the first one as a class.
Reads the first statement aloud from the Teacher Read Aloud Statements.
Teacher Asks: Is this the responsibility of the landlord or tenant?
Then, Stop and Think for 5-10 seconds, quietly!
Next, model a possible answer using the sentence frame.
Step 4: Listening with a Purpose
Now, it is the Ss turn!
Teacher reads each statement aloud from the Teacher Read Aloud
Statements sheet.
Note for Teachers:
If students struggle to support
their answers with evidence from
the text when speaking, give them
time to complete the sentence
frame in writing first.
This additional step can help
students speak clearer and
support their answers better.
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Read each statement twice, or more times, if necessary.
Then, ask students to STOP and THINK silently to decide if the statement is a responsibility of the tenant or
landlord.
Finally, ask Ss to Turn and Talk to a partner to share their answer and support it with evidence from the
ECHO Fair Housing Resource Booklet using the sentence frame.
Teacher Directions: Activity 4: Writing/Grammar/ELA, CCRS Anchor 1 *Time
Permitting*
Materials: ECHO Fair Housing Resource Booklet
Step 1: Setting the Context
Now, tell Ss that we will show what we have learned today about tenant and landlord responsibilities by writing questions. Ask Ss to list question words aloud. Write them on the board: who, what, where, when, why and how. Tell Ss that we are going to practice coming up with questions to ask a landlord. Step 2: Model Ask Ss to turn to pages 6-7 in their ECHO Fair Housing Resource Booklet. Read aloud the tenant responsibilities on page 6. Now, draw Ss attention to the first tenant responsibility on page 6: Pay your rent on time. Ask Ss What question could you ask your landlord about paying rent? Have Ss Turn and Talk to a partner. Then, have Ss share out with the class. Example Questions When is the rent due? When do I have to pay rent? What day should I pay rent? What forms of payment are ok, cash, money order? When is rent considered late? What is the late fee? Step 3: Writing Questions to a Landlord Ask Ss to underline the following tenant responsibilities on page 6 of their ECHO Fair Housing Resource Booklet:
Follow the rules in your lease.
Tell your landlord if something is broken right away.
Give proper written notice when you want to move out.
Ask Ss to give you examples for each of these responsibilities to check for understanding. Explain and give examples, as needed.
Next, ask Ss to think about questions they would ask their landlord about these responsibilities.
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After students have had time to think, give each student 3 sticky notes. Have them write 1 question they would ask their landlord for each statement, on their sticky notes. If students are having a difficult time, they can work in small groups or partners. After students are done, have them share their questions aloud. Ask Ss Why did you decide to ask the landlord that question? How would asking that question help you be a good tenant? For the teacher, here are some example questions Ss could write for each tenant responsibility.
Follow the rules in your lease. Example questions: Who pays for heat? Who pays for water/trash removal/electricity? Where do I park?
Tell your landlord if something is broken right away. Example Questions: How does the landlord want repair issues reported, in writing or by phone? How do I contact you?
Give proper written notice when you want to move out. Example questions: How much notice is required to move out? 30 or 60 days? Who do you schedule a move-out unit walk-though with? When do I need to tell you I am moving?
Note: Ss can keep their post-it questions in their booklets on pages 6-7.
Teacher Directions: Wrap-Up
Step 1: Prep Write the following sentences and answers on the board. Step 2: Think and Answer Ask Ss to decide who is responsible. Then, have Ss come to board and circle their answer. Landlord OR Tenant. *Note to teachers, number 3 is a responsibility of BOTH the landlord and tenant!
1) Cleaning the apartment every day. Landlord Tenant 2) Keeping drains clean from food. Landlord Tenant 3) Following the rules in the lease. Landlord Tenant
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ECHO Fair Housing Unit: Pretest & Post Test
Name: _______________________________ Date: _______________ School Name: ________________________________________
Read each statement. True or False.
1) A Minnesota landlord can decide not to rent to you if you are from another country. True False
2) When you rent a new home it is a good idea to walk through the apartment with the
landlord. Take notes and take pictures of any problems you see.
True False
3) There are places you can go to get FREE help if you have a bad landlord. True False
4) If there is a fire in your apartment, renter’s insurance can help you get new things. True False
5) You have the right to live anywhere you want if you can pay the rent and follow the rules
in the lease.
True False
Choose one answer. your answer.
7) What should a responsible tenant do?
a) pay rent on time
b) tell the landlord about things that need to be fixed
c) keep the apartment clean
d) all of the above
8) A landlord can choose not to rent to someone because _________.
a) they are pregnant.
b) they have a criminal background.
c) they have a disability.
d) they do not speak English.
Circle
Circle
More Questions on the Next Page
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Read the sentence. Who is responsible? Who does this? Landlord OR Tenant
7) Getting rid of pests like mice, cockroaches or bed
bugs.
Landlord Tenant
8) Returning a full damage deposit in 21 days if there is
no damage to the apartment.
Landlord Tenant
9) Cleaning the apartment every day. Landlord Tenant
10) Fixing problems like leaky faucets. Landlord Tenant
11) Keeping drains and sinks clean from rice, food and
hair.
Landlord Tenant
12) Keeping plumbing working. There should be both
hot and cold water.
Landlord Tenant
Read the questions. Write your answers.
13) What does it mean to be a respectful tenant? Give 3 examples.
14) What does it mean to be a good neighbor? Give 2 examples.
Circle
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Categorizing Vocabulary
I do not understand this word.
I understand this a little.
I know this word.
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Tenant OR Landlord? Worksheet
Name: __________________________________
Directions:
1) Listen to the sentence.
2) Stop and Think: Decide. Is it the responsibility of the tenant or landlord?
3) Turn and Talk: Tell your partner what you think.
Use this speaking frame to help you. Use evidence from the text to support your answer.
_____________is the responsibility of the _________________.
I know this because the author writes ______________ on page _____________.
evidence (noun): the sentences from the text that show how you thought of your answer and why
your answer is correct.
support (verb): to provide evidence for something : to help show that something is true
text (noun): a book or other piece of writing, especially, one that is studied.
Reference: http://www.learnersdictionary.com/
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Teacher Read Aloud Statements
*Please note, students’ answers may vary.*
1) Keeping the apartment in good condition. Fixing things, like a leaky faucet or
broken toilet.
Example answer:
Keeping the apartment in good condition is the responsibility of the landlord.
I know this because the author writes “Your landlord must keep your apartment in good condition” on
page 7.
2) Keeping the bedrooms, bathrooms and kitchens clean.
Example answer:
Keeping the apartment clean is the responsibility of the tenant.
I know this because the author writes “As a tenant you must keep your home clean” on page 6.
3) Keeping drains and sinks clean from rice, food and hair.
Example answer:
Keeping drains and sinks clean from rice and other things is the responsibility of the tenant.
I know this because the author writes “As a tenant you must keep your home clean” on page 6.
4) Making sure the plumbing works. Making sure there is hot and cold water.
Example answer:
Making sure the plumbing works is the responsibility of the landlord.
I know this because the author writes “Your landlord must keep your apartment in good condition.” on
page 7.
5) Returning the security deposit after you move-out if there is no damage to the
apartment.
Example answer:
Returning the security deposit is the responsibility of the landlord.
I know this because the author writes “Your landlord must return your security deposit after you move
out within 21 days. If there is no damage to the apartment” on page 7.
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Fair Housing Unit: Week 1, Tuesday Day 2: What are some effective ways to be a responsible tenant and a good neighbor?
Objectives Learners will be able to… Materials Literacy/Writing/English Language Arts College and Career Readiness Standard (ELA, CCRS) Anchor 2 (RI.3.2): Summarize what their landlords’ insurance policy covers and why additional renter’s insurance may be necessary by finding the main idea in the text and using a sentence frame. Literacy/Writing/ELA, CCRS, Anchor 1 (RI,RL.5.1): Explain what the text says and draw inferences from the text. Lifeskill/Critical Thinking/Grammar: construct sentences using modals (should/must) to summarize expectations for responsible tenants and good neighbors in Minnesota. Lifeskill/Writing: Make use of a letter template to communicate with a landlord regarding a problem.
Make Student Copies
Handout: A few extra copies of: ECHO Fair Housing Resource Booklet (make copies and staple for each student) *Collect these booklets at the end of class. Ss can take them home on Thursday.
Handout: Summarizing “Tips for Tenants” Worksheet
Handout: Modals: should & must -Student Copy
Handout: Sample Checklist
Handout: Reading Guide, Page 4
Handout: Letter to a Landlord Template-Student Copy
Handout: Problem Pictures (1 for each Ss in your class, Ss can have the same picture)
Make Single Copies or Reference
Modals: should & must- Teacher Copy
Letter to a Landlord-Teacher Copy
Props, Technology, or Other Resources
ELMO Projector
Lesson Plan Review (15-20 mins) Description: Ss will read the Tips for Tenants section of the ECHO Fair Housing Resource Booklet in order to determine the main ideas of the paragraphs and complete sentence frames to summarize the main idea. Materials/Prep: ECHO Fair Housing Resource Booklet ; Summarizing “Tips for Tenants” Worksheet
Activity 1: Literacy/Writing/ELA, CCRS, Anchor 1 (RI,RL.5.1)/ Critical Thinking/Grammar (20-25 mins) Description: Ss will compare modals (should/must) to write sentences summarizing expectations for responsible tenants using sentence frames. Materials/Prep: ECHO Fair Housing Resource Booklet ; Modals: should & must -Student Copy; Modals: should & must- Teacher Copy Activity 2: Literacy/Writing/ELA, CCRS, Anchor 1 (RI,RL.5.1)/ Critical Thinking/Grammar (30-35 mins) Description: Ss will read about the importance of inspecting a home prior to moving and construct sentences in order to summarize main ideas from the text using modals (should). Materials/Prep: ECHO Fair Housing Resource Booklet; Sample Checklist; Reading Guide, Page 4 Activity 3: Lifeskill/Writing (25-30 mins) Description: Ss will use a letter template to communicate with a landlord about a problem. Materials: ECHO Fair Housing Resource Booklet; Letter to a Landlord Template-Student Copy; Letter to a Landlord Template- Teacher Copy; Sample Checklist; Problem Pictures (1 for each student in your class, Ss can have the same picture)
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Wrap Up: Description: Ss will show what they have learned by writing sentences about effective ways to be a responsible tenant and good neighbor. Materials/Prep: none
Teacher Directions: Review
Materials: ECHO Fair Housing Resource Booklet;
Summarizing “Tips for Tenants” Worksheet
Step 1: Introduce Review Activity
Make sure all Ss have a copy of the ECHO Fair Housing
Resource Booklet. Tell them that this booklet will be a resource
that we learn from all week. Explain that you will collect it at
the end of class today, at the end of the week they can take it
home. Then, pass out the Summarizing “Tips for Tenants” Worksheet.
Explain to Ss, they are trying to learn the main idea, or most important idea of
each paragraph. Tell Ss that it is a good idea to ask what is the writer/author
trying to tell me? or what is this paragraph trying to teach me?
Tell Ss that they will follow the instructions on the worksheet. First, they will
read the “Tips for Tenants” section 3 times. Then, they will fill out the
sentence frames on the 2nd half of the worksheet.
Step 2: Reading to Summarize
Give Ss time to read. While Ss are reading, Teacher circulates and answers
questions about new words. Encourage Ss to use the glossary to find
definitions. Ask Ss to write their answers to Stop and Think questions or
highlight parts of text that help to answer the questions.
Step 3: Check for Understanding
Have Ss share their summaries with a partner or the class.
Ask Ss Why is renter’s insurance a good idea for some tenants?
Note for Teachers:
What is Close Reading?
When we ask Ss to read a text
closely we are asking them to think
like a detective and write like a
reporter. Our goal is to get Ss to
slow down, engage with the text in
different ways, and reflect as they
read. Ss read the text with a
purpose and goal.
For example, students may be asked
to analyze the text more thoroughly
and provide evidence from the text
to support their answers to
questions from the teacher.
Resource:
http://www.scholastic.com/teachers
/article/common-core-close-
reading-0
Turn and Talk Teaching Strategy:
When you ask students to Turn and
Talk to a partner, it allows ALL
students share their ideas aloud in
a low-risk setting.
20 | E C H O F a i r H o u s i n g U n i t
Teacher Directions: Activity 1: Literacy/Writing/ELA, CCRS, Anchor 1
(RI,RL.5.1)/Critical Thinking/Grammar
Materials: Modals: should & must -Student Copy; Modals: should & must- Teacher
Copy; ECHO Fair Housing Resource Booklet
Step 1: Setting the Context
Write the following question on the board: What are some effective ways to be a responsible
tenant and a good neighbor? Tell Ss that we will be thinking about this question during class
today and learning the answers to it. So, we can try to answer it at the end of class. Explain to
Ss that effective means something that is successful in helping you get a desired or intended
result.
Ask Ss What are some things YOU would do to be a responsible tenant or a good neighbor?
Have Ss Turn and Talk to a partner.
Then, have pairs share with the class. Write Ss ideas on the board.
Step 2: Grammar Introduction
Now, tell Ss that we are going to learn a grammar point that can
help us to summarize things good neighbors and tenants should
do.
Pass out the Modals: should & must -Student Copy sheet. Read
the explanation at the top of the page and the examples for Ss.
You may want to project this section using an ELMO or overhead
projector. Give additional examples, if necessary.
Step 2: Grammar Practice
Ask Ss to complete the sentences at the bottom of the
page using must or should
Refer to Modals: should & must- TEACHER COPY for
answers.
Ask Ss to share their answers and explain WHY they chose
the modal they did to complete the sentence.
Step 3: Writing
Finally, ask Ss to take out their notebooks and write 2 additional sentences
summarizing what tenants and landlords should OR must do. They can refer to their
ECHO Fair Housing Resource Booklet for ideas.
Teacher Directions: Activity 2: Literacy/Writing/ELA, CCRS, Anchor 1 (RI,RL.5.1)/Critical Thinking/Grammar
Note for Teachers:
What is wait time?
Wait time is the amount of
time that elapses between a
teacher-initiated question and
a student response. Wait time
= think time!
How can I increase my wait
time?
When you see this symbol
Ask Ss the
question and count to 5 or 10
in your head. Then, solicit
responses from your class.
Stahl, R. J. (n.d.). Using "Think-Time" and "Wait-Time" Skillfully
in the Classroom. Retrieved
February 10, 2016, from http://www.ericdigests.org/1995-
1/think.htm
Note for Teachers:
Turn and Talk Teaching
Strategy:
When you ask students to
Turn and Talk to a partner,
it allows ALL students
share their ideas aloud in a
low-risk setting.
Also, it gives students more
time to think, process and
practice their language
before sharing with the
whole group.
Reference:
http://www.theteachertoo
lkit.com/index.php/tool/tu
rn-and-talk
21 | E C H O F a i r H o u s i n g U n i t
Materials: ECHO Fair Housing Resource Booklet; Sample Checklist; Reading Guide, Page 4
Step 1: Setting the Context Pass out the Sample Checklist. Give Ss time to look it over quietly. Then, ask Ss What is this? Why would you use this?
Give Ss time to think. Then, ask them to share their ideas.
Answer: This is a checklist of possible problems you may find in a rental
home. The landlord is responsible for fixing these problems. It is called a
“Tenant Repair Checklist.”
Now, Ask Ss to find the first problem listed in the Infestations Column: mice.
Go over the sample.
Ask Ss Why is it important to record the date and description of the
problem?
Give Ss time to think. Then, ask them to share their ideas.
Answer: It is important to write down the date and description of the
problem so that you have a record of the apartment’s condition. That way,
if your landlord refuses to fix something or says it is your fault you will have
proof that it isn’t.
Tell Ss that one effective way to be a responsible tenant is to use a checklist
like this to record problems in your home. You should do this BEFORE you
move in, WHILE you are living there and BEFORE you move out.
Step 2: Before Reading
Ask Ss to take out their ECHO Fair Housing Resource Booklet and go to the Table of Contents in the booklet on page 2. Ask Ss What pages would help me find out more about inspecting the apartment or home before I move in? Tell Ss inspect means to look at something carefully in order to learn more about it or to find problems.
Give Ss time to think. Then, ask them to share their ideas.
Answer: Inspecting the Apartment Before Renting, page 4
Note for Teachers:
What if I give students time to
think and no one responds?
If there is no response after you
give Ss 5-10 seconds of wait
time try one or more of these
suggestions:
- repeat the question
- rephrase the question
- simplify the question
- make your question more
specific
After you try
one of these, it is recommended
that you allow another 5-10
seconds wait time.
Wait Time Resource:
https://www.lamission.edu/learnin
gcenter/waittime_definition.htm
Note for Teachers:
How can I support students to read
independently? What if they get
stuck and can’t answer a question?
Don’t give them the answer.
Instead, encourage your Ss to try to
find the answers on their own! Tell
them to read like a detective!
Here are a few additional tips and
prompts to support your student
readers if they get stuck.
Teacher asks Ss to:
Re-read the text.
“Read page ___ one more time.
Then, see if you can answer the
question.”
Refer back to a part of the text.
“Look at the 3rd
paragraph”
“What section could you look at to
find your answer?”
-
22 | E C H O F a i r H o u s i n g U n i t
Step 3: During Reading
Tell Ss that they are going to read the text 3 times. Pass out the Reading Guide,
Page 4. Read through the instructions and questions with Ss.
While Ss are reading, the teacher circulates and answers questions about new
words. Encourage Ss to use the glossary to find definitions. You can also ask Ss to
highlight parts of text that help to answer the questions.
Step 4: After Reading, Summarizing with a Partner
Now, ask Ss to summarize the advice and suggestions from the author on page 4,
using should. Tell Ss that summarize means: to retell the information using your
own words AND using less words.
Ask Ss to re-read page 4. Then, work with a partner to write 4 sentences using should to summarize advice from
the author on page 4 in the ECHO Fair Housing Booklet.
Here are some example sentences for the Teacher:
Possible Examples:
You should inspect the apartment before you rent it.
You should check to be sure that there is hot water.
You should use a checklist to write down problems you find in the apartment.
You should ask your landlord to fix any problems you find.
Tenants should communicate with your landlord in writing.
Tenants should not use text messages to communicate with your landlord.
Teacher Directions: Activity 3: Lifeskill/Writing Materials: Letter to a Landlord Template- Teacher Copy; Letter to a Landlord- Student Copy; Sample
Checklist; ECHO Fair Housing Booklet; Problem Pictures Step 1: Setting the Context Remind Ss that one of the pieces of advice we learned from the “Inspecting the Apartment Before Renting” section of our booklet was that tenants should communicate with their landlords in writing about problems. Draw Ss attention to the bottom of pg. 4 in the ECHO Fair Housing Booklet. Tell Ss that this is a caption: brief description that goes along with an illustration or picture. Ask a volunteer to read the caption. Ask Ss what they see in the picture? Then, ask Ss Why is this important information? Why did the author include this caption?
Give Ss time to think. Then, have them share with the class or a partner. Step 2: Model Using a Letter Template
23 | E C H O F a i r H o u s i n g U n i t
Remind Ss that it is important to keep a record of our communication with landlords in writing, we are going to practice using a letter template to write to a landlord about a problem in our apartments. This is easier to do if you have been using a checklist to keep track of problems that happen in your home, dates and descriptions.
Ask Ss to look back at the Sample Checklist. Now, Ask Ss to find the
second problem listed in the Plumbing Column: Dripping Faucets. Go over
the sample.
Pass out the Letter to a Landlord Template-Student Copy. Use the ELMO overhead projector to complete the sentences frames using the information from the checklist.
Step 3: Writing a Letter to a Landlord About a Problem Now, Ss will write their own letter to a landlord about a problem using the template. Pass out a Problem Picture to each student, or pair of Ss. It is ok if Ss have the same problem picture. Ask Ss to look at their Sample Checklist and identify the problem in the picture and put a check next to the problem they have. Then, Ss should write the date in the 2nd column. Finally, Ss should write a description of the problem in the last column. Finally, ask Ss to use their completed Sample Checklist and the Letter Template to write a letter to a
landlord explaining their problem and requesting repairs. Circulate and support Ss writing. If students struggle they can write letters with a partner. Step 4: Checking for Understanding
Reference the Letter to a Landlord Template-Teacher Copy. Ask a few Ss to read their completed letters aloud. Ask Ss Why is it important to communicate effectively with your landlord?
Give Ss time to think. Then, have Ss share their answers. Tell Ss that not communicating effectively with landlords is one thing that can lead to problems with your landlord. In tomorrow’s lesson we will learn about resources that can help you if you
are having problems with your landlord.
Teacher Directions: Wrap-Up
Today students will practice answering short answer questions. Write the following question on the board: What are some effective ways to be a responsible tenant and a good neighbor?
24 | E C H O F a i r H o u s i n g U n i t
Use must or should write 3 sentences. Ask Ss to write their answers in their notebooks.
25 | E C H O F a i r H o u s i n g U n i t
Summarizing “Tips for Tenants” Worksheet
Name: _______________________________ Directions: 1) Take out your ECHO Fair Housing Resource Booklet. 2) Use the Table of Contents to find the “Tips for Tenants” section.
3) Read the “Tips for Tenants” section. Follow these steps.
The 1st read: Just read through one time. Try not to stop.
The 2nd read: Read again. This time, circle words you don’t understand.
The 3rd read: Read the page again. Then, Stop and Think. Answer the question at the bottom of pages.
Now, you will summarize what you read. Summarize means: to retell the information using your own words AND using fewer words. Summarize what you read. Fill in the blanks.
What is the main idea of paragraph one?
Write your answer. Fill in the blanks.
The main idea of paragraph one is ________________________________________________________.
One detail that supports this big idea is __________________________________________________.
What is the main idea of paragraph two?
Write your answer. Fill in the blanks.
The main idea of paragraph two is _______________________________________________________.
One detail that supports this big idea is __________________________________________________.
26 | E C H O F a i r H o u s i n g U n i t
Modals: Should & Must TEACHER COPY
Modals are words that come before a verb (action word.) Modals give the verb extra meaning. Today we will
learn about 2 modals, should & must.
MODAL + BASE VERB: Modals are always before a base verb. A base verb has NO ENDING added to it. So, it will
not have –s, -ed, -ing. Examples of base verbs: read, drink, wear, stay, be, wait, etc.
Modal of Advice: Should Modal of Necessity: Must
Weaker suggestion Stronger suggestion
Should + base verb Must + base verb
Should is used to give a suggestion or advice. Should is used to give an opinion.
Must is used to talk about something that HAS TO be done because it is necessary. Must is used when you have to do something to obey a rule or law. Must is used to say that we feel sure that something is true.
Examples Examples
You should go to the party.
He should drink water instead of soda.
She should apply for a new job.
You must stop your car at the stop sign.
She must have a passport to travel to travel to Mexico.
He must obey the law.
Directions: Finish the sentences. Use should or must.
1) Tenants must pay their rent on time. *this is outlined in the lease agreement, legally agreed upon.
2) You should look at an apartment before signing the lease. *you don’t HAVE TO do this, but it is a very good idea
3) You must tell your landlord in writing when you want to move out. *this is important and usually required in most leases
4) Landlords must let you know before coming into your apartment. *the law says they must give reasonable notice before entering your home, unless it is an emergency
5) Landlords must return your security deposit if there are no damages to the apartment. *if there are no damages they must return it, otherwise they must give written explanation for keeping it to the tenant within 21 days.
References: http://www.differencebetween.net/language/grammar-language/difference-between-should-and-must/
http://blog.esllibrary.com/2013/10/03/suggestions-with-modals-of-advice-and-necessity-2/
27 | E C H O F a i r H o u s i n g U n i t
Modals: Should & Must STUDENT COPY
Modals are words that come before a verb (action word.) Modals give the verb extra meaning.
Today we will learn about 2 modals, should & must.
MODAL + BASE VERB: Modals are always before a base verb. A base verb has NO ENDING added to it. So, it will
not have –s, -ed, -ing. Examples of base verbs: read, drink, wear, stay, be, wait, etc.
Modal of Advice: Should Modal of Necessity: Must
Weaker suggestion Stronger suggestion
Should + base verb Must + base verb
Should is used to give a suggestion or advice. Should is used to give an opinion.
Must is used to talk about something that HAS TO be done because it is necessary. Must is used when you have to do something to obey a rule or law. Must is used to say that we feel sure that something is true.
Examples Examples
You should go to the party.
He should drink water instead of soda.
She should apply for a new job.
You must stop your car at the stop sign.
She must have a passport to travel to travel to Mexico.
He must obey the law.
Directions: Finish the sentences. Use should or must.
1) Tenants ________ pay their rent on time.
2) You ___________ look at an apartment before signing the lease.
3) You ___________ tell your landlord in writing when you want to move out.
4) Landlords ________ let you know before coming into your apartment.
5) Landlords ________ return your security deposit if there are no damages to the apartment.
28 | E C H O F a i r H o u s i n g U n i t
Sample Checklist
02/16/2016 saw two mice in the kitchen
02/16/2016 the bathroom faucet drips
29 | E C H O F a i r H o u s i n g U n i t
Sample Checklist, page 2
Tenant’s Name: _________________________________________________________________________________ Tenant’s Address: _______________________________________________________________________________ Tenant’s Phone Number: ________________________________________________________________________ Landlord’s Name: _______________________________________________________________________________
Landlord’s Address: ____________________________________________________________________________ Landlord’s Phone Number: ______________________________________________________________________
Reference: www.lawhelpmn.org
30 | E C H O F a i r H o u s i n g U n i t
Reading Guide, Page 4
Directions: Open your ECHO Fair Housing Resource Booklet to page 4.
First, read through page 4 one time. Try not to stop.
Second, read page 4 again. This time, circle the words you don’t know.
Third, read again. Then, stop and think. Answer these 2 questions.
1) Why is it important to inspect a home before you rent? Underline where you found the answer in the text.
2) The author writes “Also, it is important to take pictures of any damage you see.” Why does the author write this? How do you know?
31 | E C H O F a i r H o u s i n g U n i t
Letter to a Landlord Template- Teacher Copy Directions: You can use this letter template to communicate with your landlord about a problem in your
home. You can use it to ask your landlord to fix the problem.
Today’s Date: February 17, 2016
Dear Mr. Bob Smith,
(landlord’s name)
My name is Amina Mohamed.
(your full name)
I live at 347 Aurora Avenue, Apartment 605, St. Paul, MN 55104.
(address, apartment number, city, state, zip code)
I am requesting repairs within 14 days for the following problem at my home.
There is a problem with the plumbing.
(write the kind of problem you have here, Example: Plumbing)
There is a dripping faucet in the bathroom.
(What is the problem? Example: leaking faucet)
It started on February 16, 2016.
(Write the date you first saw the problem here)
The faucet in the bathroom drips all day.
(Write the description of the problem, or tell the landlord more here)
Please contact me at 651-555-8888 to schedule a time to come and fix the problem.
(your phone number here)
Thank you,
Amina Mohamed
(your full name)
Resource: http://www.homelinemn.org/wp-content/uploads/repair-request.pdf
32 | E C H O F a i r H o u s i n g U n i t
Letter to a Landlord Template- Student Copy Directions: You can use this letter template to communicate with your landlord about a problem in your home. You can use it to ask your landlord to fix the problem.
Today’s Date: ______________________ Dear ____________________ (landlord’s name) My name is _________________________. (your full name) I live at _________________________________________________________________. (address, apartment number, city, state, zip code) I am requesting repairs within 14 days for the following problem at my home. There is a problem with ________________________________________________. (write the kind of problem you have here, Example: Plumbing) There is/are __________________________________________________________. (What is the problem? Example: leaking faucet) It started on __________________________________________________________. (Write the date you first saw the problem here) _____________________________________________________________________. (Write the description of the problem, or tell the landlord more here) Please contact me at ____________________________ to schedule a time to come and fix the problem. (your phone number here) Thank you, _________________________________________ (your full name)
Resource: http://www.homelinemn.org/wp-content/uploads/repair-request.pdf
33 | E C H O F a i r H o u s i n g U n i t
Problem Pictures
Description: The smoke alarm in the bedroom
is broken. It doesn’t work.
When it started: I tested the smoke alarm on
February 20, 2016. It did not work.
Description: The screen on our living room
window is torn. We cannot open our
window because mosquitos come in.
When it started: I noticed the torn screen
when we moved in on April 1, 2016.
Description: There is exposed wiring in our
child’s bedroom. You can see the wires for
the light switches. This is very dangerous.
When it started: I saw this problem when
we moved in on December 1, 2016.
34 | E C H O F a i r H o u s i n g U n i t
Problem Pictures
Description: The door knob is loose on
our back door. It is falling off.
When it started: The door knob
started to fall off on January 18, 2016.
Description: The ceiling in the kitchen is
leaking water.
When it started: The ceiling started
leaking water during a big rainstorm on
May 14, 2016.
Description: There are bedbugs in all
of the bedrooms. Our neighbors also
have bedbugs in their apartment.
When it started: My son was bit by
bedbugs on March 3, 2016. This was
3 days after we moved in.
Description: The oven
stopped working. It does not
get hot.
When it started: On February
6, 2016.
35 | E C H O F a i r H o u s i n g U n i t
Fair Housing Unit: Week 1, Wednesday Day 3: What are your rights as a tenant and where can you access tenant support resources?
Objectives Learners will be able to… Materials Review/Literacy: Review vocabulary learned this week by playing a BINGO game while using features of a non-fiction text, such as a glossary Listening/Grammar/ELA, CCRS Anchor 1 (RI/RL.2.1): Summarize state laws that protect tenant rights after listening closely for details from a video Grammar/Lifeskill/Literacy: Read to discover resources available in Minnesota to support tenants facing eviction and write statements of advice for renters (using must and must never)
Make Student Copies
Handout: A few extra copies of: ECHO Fair Housing Resource Booklet (make copies and staple for each student) *Collect these booklets at the end of class. Ss can take them home on Thursday.
Handout: Listening Activity-Student Copy (make copies front-to-back)
Handout: BINGO Grid
Handout: Summarizing the Video-Student Copy
Handout: Jigsaw Student 1: The Problem (make copies for ½ the class)
Handout: Jigsaw Student 2: Eviction Laws in Minnesota (make copies for half the class)
Make Single Copies or Reference: Listening Activity- Teacher Copy, Summarizing the Video- Teacher Copy, Props, Technology, or Other Resources
BINGO Chips or small pieces of paper
TV & DVD player ECHO DVD ELMO Projector
Lesson Plan Review/Literacy : (20-25 mins) Description: Ss will review vocabulary learned this week by playing BINGO with words from the glossary. Materials/Prep: make a few additional copies of the ECHO Fair Housing Unit Booklet (most Ss should have these from earlier in the week); make copies of the BINGO Grid; BINGO Chips Activity 1: Listening/Grammar/ELA, CCRS Anchor 1 (RI/RL.2.1) (40-45 mins) Description: Ss will watch a video and listen for specific information in order to complete a gap-fill exercise. Ss will use what they learned in the video to summarize state laws that protect their tenant rights and use evidence from the video to support their summaries, using must and must never. Materials/Prep: TV/DVD player, ECHO DVD; Listening Activity-Student Copy; Listening Activity-Teacher Copy; Summarizing the Video-Student Copy; Summarizing the Video-Teacher Copy Activity 2: Grammar/Lifeskill/Literacy (30-35 mins) Description: Ss will complete a jigsaw reading activity to discover resources available in Minnesota to support tenants and write statements of advice for renters. Materials/Prep: ECHO Fair Housing Resource Booklet; Jigsaw Student 2: Eviction Laws in Minnesota (make copies for half the class); Jigsaw Student 2: Eviction Laws in Minnesota (make copies for half the class); Summarizing the Video Wrap Up: Description: Ss will answer True/False questions about what they have learned in class today. Materials/Prep: none
36 | E C H O F a i r H o u s i n g U n i t
Teacher Directions: Review/Literacy
Materials: ECHO Fair Housing Unit Booklet ; make copies of the BINGO Grid;
BINGO Chips
Step 1: Completing the BINGO Card
Pass out the ECHO Fair Housing Booklets. Tell Ss that this booklet will be a
resource that we learn from all week. Explain that you will
collect it at the end of class today, at the end of the week they
can take it home.
Ask Ss to open to the glossary pages in the booklet.
Now, pass out a blank BINGO grid to each student. Tell Ss that
they will need to write 19 words from the glossary into the
BINGO squares.
Step 2: BINGO Vocabulary Review
Once all Ss have a completed BINGO grid, Teacher reads definitions from the glossary aloud. Ss listen and place a
BINGO chip or small piece of paper on the word that matches the read definition.
Once Ss have 5 in a row they can call out BINGO!
Step 3: Check for Understanding
As Ss win, be sure to ask them to read, and briefly define, the vocabulary words in their winning row. Teacher
checks for accuracy and understanding of definitions.
Teacher Directions: Activity 1: Listening/ELA, CCRS Anchor 1 (RI/RL.2.1) Materials: TV/DVD player, ECHO DVD; Listening Activity- Student Copy, Listening Activity- Teacher Copy;
Summarizing the Video-Student Copy; Summarizing the Video-Teacher Copy
Step 1: Setting the Context
Tell Ss that they will watch a video called “A Good, Safe Place to Live” ECHO Fair Housing DVD.
This video will help us answer our question of the day, write this on the board: What are your
rights as a tenant and where can you access tenant support resources?
Explain that the verb to access means: the right to get or make use of something. This video
will explain how to access resources to help tenants in Minnesota. Explain that resources are: a
place or thing that provides something useful.
Tell Ss that not communicating effectively is one thing that can lead to problems with your landlord. The video will help us review our rights as tenants and resources that can help you if you are having problems with your landlord.
37 | E C H O F a i r H o u s i n g U n i t
Step 2: Listening Activity
Next, turn on the ECHO Fair Housing DVD. Stop the
video after each paragraph on the Teacher Copy of the
Listening Activity handout and check Ss’ comprehension.
Ask Ss What the main idea is in this scene? OR What’s
going on here? How do you know?
Give Ss time to think.
Do this after each paragraph and for the duration of
the script; then stop the DVD and ask for questions.
Now, pass out Listening Activity- Student Copy. Go
over definitions for scene and script, at the top of the
page.
Explain that Ss will have to listen for the missing
words. Explain that you will stop the video periodically
so they will have time to write, and that they will listen to the video as many times as is
necessary; also tell them not to worry about spelling.
Tell them that they will specifically be listening for vocabulary words from the glossary AND
information about resources for tenants.
Pair Ss up afterwards and have them read the script together to check answers. The red words
on the Teacher Copy are the missing words Ss needed to listen for. Then, regroup and have
them listen to the teacher read the entire script aloud again, if necessary.
Step 3: Summarize
Now, pass out the Summarizing the Video handout. Ask Ss to
use their completed Listening Activity to summarize what they
learned about their tenant rights from the video.
Read the explanation at the top of the page and the examples
aloud for Ss. You may want to project this section using an
ELMO or overhead projector. Give additional examples using
must and must never, if necessary.
Step 4: Grammar Practice
Technology Integration
Activity Idea:
If you have access to
computers and Internet,
students can visit the
resource pages described in
the video to learn more
about finding housing and
legal aid services for tenants.
Housing:
www.housinglink.org
Legal Aid for Tenants:
www.homelinemn.org
Note for Teachers:
What is wait time?
Wait time is the amount of
time that elapses between a
teacher-initiated question and
a student response. Wait time
= think time!
Why should I increase my
wait time?
Research shows, that many
teachers only allow about 1
second of wait time! Wait
time = THINK TIME!
Increasing your wait time to
5-10 seconds can…..
1) increase the number of
student responses.
2) increase the caliber of
student responses. For
example, students may offer
more evidence in support of
their answers.
3) students’ confidence
increases, because they have
more time to think about and
form their answer. This is
really important for your ESL
students.
How can I increase my wait
time?
When you see this symbol
Ask Ss the
question and count to 5 or 10
in your head. Then, solicit
responses from your class.
Stahl, R. J. (n.d.). Using "Think-Time" and "Wait-Time" Skillfully
in the Classroom. Retrieved
February 10, 2016, from http://www.ericdigests.org/1995-
1/think.htm
38 | E C H O F a i r H o u s i n g U n i t
Ask Ss to complete the sentences at the bottom of the page using must or must never. Refer to Summarizing the
Video- TEACHER COPY for answers.
Ask Ss to share their answers and explain WHY they completed their answers the way they did.
Teacher Directions: Activity 2: Grammar/Lifeskill/Literacy
Materials: ECHO Fair Housing Resource Booklet; Jigsaw Student 1: The Problem; Jigsaw Student 2:
Eviction Laws in Minnesota; Summarizing the Video-Student Copy *for reference from the previous
activity
Step 1: Setting the Context
Ask Ss to think about the video we just watched and Turn and Talk to a partner
about the following questions: What are your rights as a tenant? Where can you get help if
you are having problems with your landlord?
Tell Ss that we are going to learn more about resources available in Minnesota to support
our rights as tenants. Then, we will write advice to other renters about where they can go
to get help.
Step 2: Jigsaw Reading Ask Ss define evict. Encourage them to look in their glossary in the ECHO Fair Housing Booklet. *Note* Jigsaw Student 1: The problem has a lower reading level. Jigsaw Student 2: Eviction Laws in Minnesota has a higher reading level. You can pair Ss and distribute readings accordingly. Now, tell Ss that they are going to work with a partner. Pair Ss. If you have an odd number of Ss you can have one group of 3, where two students read the same Jigsaw part. Number Ss in each group as Reader 1 and Reader 2. Reader 1 will read about tenants who are having a problem with their landlord, Jigsaw Student 1: The
Problem. Reader 2 will read about Jigsaw Student 2: Eviction Laws in Minnesota. Tell them to think about what advice they would give to a tenant facing eviction while they are reading. Step 3: Jigsaw Conversation Now, Ss share what they learned with their partners. Have each Ss Turn and Talk and share a summary of what they read with a partner.
Note for Teachers:
Turn and Talk Teaching
Strategy:
When you ask students to
Turn and Talk to a partner,
it allows ALL students
share their ideas aloud in a
low-risk setting.
Also, it gives students more
time to think, process and
practice their language
before sharing with the
whole group.
Reference:
http://www.theteachertoo
lkit.com/index.php/tool/tu
rn-and-talk
39 | E C H O F a i r H o u s i n g U n i t
Write these questions on the board to guide their discussion:
1) What did you learn about eviction? I learned ___________________.
2) What words or phrases are important in the reading? I think __________ is important because __________________.
3) What is the most important idea from the reading? I think the most important idea is _______________ because _______________.
Step 4: Write Advice Using Should or Must
Ask Ss to take out their Summarizing the Video sheets from
earlier. Now, they should write advice to Clara and Jaime based
on what they learned in the jigsaw. Ask Ss to take out their
notebooks and write advice to Clara and Jaime based on what
they have learned using must or must never.
Write the following sentence frames on the board for Ss.
Clara and Jaime must
_______________________________________.
Clara and Jaime must never __________________________________.
Step 5: Accessing Resources
Draw Ss attention to page 9 in their ECHO Fair Housing Resource Booklet. It has additional resources for tenants.
Let Ss know that there are many FREE or Low-cost resources in Minnesota to help tenants facing problems like
eviction or bad landlords. Go over the list of resources in the ECHO Fair Housing Booklet.
Teacher Directions: Wrap-up
Today students will practice answering True/False questions. Write the following questions on the board and have Ss come up to circle the correct answer.
There are places to get free help if you are having problems with your landlord. True False
Tenants must never light fires inside their apartment. True False
Landlords cannot charge you to fix things that you didn’t break. True False
Note for Teachers:
Steps to Avoid
Eviction
Visit these links to
find tips to avoid
eviction and
information on the
eviction process.
www.LawHelpMN.org
http://www.housingli
nk.org/HousingResou
rces/housingtips/avoi
dingeviction.aspx
40 | E C H O F a i r H o u s i n g U n i t
BINGO
Directions: Write 1 word from the glossary in each box.
FREE
41 | E C H O F a i r H o u s i n g U n i t
Listening Activity- Teacher Copy
ECHO Script
Scene: a part of a video,
where a particular action or
activity occurs.
Script: What the speaker says in the video, in writing.
Scene 1 A safe place to live is very important. It’s a shelter from Minnesota’s cold winters,
a space for families to play and grow, and a place to call home.
Scene 2 Hi, my name is Sanni. When it comes to finding good rental housing, there’s a lot
to learn. You have the right to live anywhere you want to, as long as you can
afford the rent and honor the terms of the lease. You cannot be denied housing
because of your race or national origin, your gender or religion, having a
disability, having a family, or being on public assistance.
Scene 3 HousingLink is a great way to look for housing. If you can’t find housing you can
afford, there is financial help for those who qualify.
Scene 4 Wherever you choose to live, you have both rights and responsibilities to keep
your home a safe place to live. Good rental housing means both that the landlord
and the tenants are doing their part.
Scene 5 Imagine that renting a home is like balancing these scales, and doing the right
thing adds weight to each scale. The landlord invests in the property, and rents it
to you, trusting that you’ll take care of it. You pay the security deposit, and
always pay your rent on time. So far, we’re balanced
Scene 6 One day, the kitchen faucet breaks. You tell your landlord right away. She calls a
plumber and the sink is fixed in a short time. We are balanced again.
Scene 7 When it’s time to move out, you give your landlord proper notice in writing.
You’ve done a great job keeping the apartment in good condition. She thanks you
for being a great tenant, and returns your full deposit within 21 days.
Scene 8 But what if you pay your rent late, or not at all? Or you break things in the apartment? Or you are loud or messy and upset your neighbors? Or you don’t tell your landlord about things that need to be fixed? This is a bad situation.
Scene 9 Some tenant responsibilities in the United States might be different from other places. So here are some things American landlords expect from tenants.
42 | E C H O F a i r H o u s i n g U n i t
Scene 10 Tenants must keep homes clean, including carpets, kitchen, everywhere. They should look like this… And NOT like this. Pests like insects, mice and other wild animals are never acceptable.
Scene 11 Modern American homes are not built for indoor fires. So tenants must never light open fires, incense altar fires or grills indoors.
Scene 12 Over-crowded housing, propped-open doors, and disabled or broken locks are dangerous for everyone. These hazards can get tenants evicted through the court process.
Scene 13 And what are some things landlords cannot do? She cannot demand extra payments beyond your rent. She cannot rent you an unsafe or dirty home. She cannot ignore or delay making repairs when you report problems. She cannot charge you for repairs that weren’t your fault.
Scene 14 There are state laws to protect your rights as a tenant. Get help if you have a bad
landlord or your rented home is not safe. Contact HomeLine or other legal aid
agencies in your area, or your local public housing authority. It is important to
report bad landlords and unsafe housing, to protect yourself and other current
and future tenants.
If there is an immediate threat to your safety in your home, call the police or fire
department at 9-1-1.
Scene 15 If both tenant and landlord follow the rules and do the right thing, a rented house
or apartment becomes a safe and friendly place for you and your family to live.
Don’t be afraid to get help to find housing or solve housing problems. Thanks for
watching.
43 | E C H O F a i r H o u s i n g U n i t
Listening Activity- Student Copy
ECHO Script
Scene: a part of a video,
where a particular action or
activity occurs.
Script: What the speaker says in the video, in writing.
Scene 1 A safe place to live is very important. It’s a shelter from Minnesota’s cold winters,
a space for families to play and grow, and a place to call home.
Scene 2 Hi, my name is Sanni. When it comes to finding good rental housing, there’s a lot
to learn. You have the_______ to live anywhere you want to, as long as you can
afford the rent and honor the terms of the _________. You cannot be denied
housing because of your race or national origin, your gender or religion, having a
disability, having a family, or being on public assistance.
Scene 3 HousingLink is a great way to look for housing. If you can’t find housing you can
afford, there is financial help for those who qualify.
Scene 4 Wherever you choose to live, you have both rights and___________ to keep your
home a safe place to live. Good rental housing means both that the landlord and
the tenants are doing their part.
Scene 5 Imagine that renting a home is like balancing these scales, and doing the right
thing adds weight to each scale. The __________invests in the property, and
rents it to you, trusting that you’ll take care of it. You pay the ____________, and
always pay your rent on time. So far, we’re balanced
Scene 6 One day, the kitchen faucet breaks. You tell your landlord right away. She calls a
plumber and the sink is fixed in a short time. We are balanced again.
Scene 7 When it’s time to move out, you give your landlord proper notice in writing.
You’ve done a great job keeping the apartment in good condition. She thanks you
for being a great___________, and returns your full deposit within 21 days.
Scene 8 But what if you pay your ________late, or not at all? Or you break things in the apartment? Or you are loud or messy and upset your neighbors? Or you don’t tell your landlord about things that need to be fixed? This is a bad situation.
Scene 9 Some tenant ___________ in the United States might be different from other places. So here are some things American landlords expect from tenants.
44 | E C H O F a i r H o u s i n g U n i t
Scene 10 Tenants __________keep homes clean, including carpets, kitchen, everywhere. They should look like this… And NOT like this. Pests like insects, mice and other wild animals are never acceptable.
Scene 11 Modern American homes are not built for indoor fires. So tenants ______________light open fires, incense altar fires or grills indoors.
Scene 12 Over-crowded housing, propped-open doors, and disabled or broken locks are dangerous for everyone. These hazards can get tenants _________through the court process.
Scene 13 And what are some things landlords cannot do? She cannot demand extra payments beyond your rent. She cannot rent you an unsafe or dirty home. She cannot ignore or delay making __________ when you report problems. She cannot charge you for repairs that weren’t your fault.
Scene 14 There are state laws to protect your _________ as a tenant. Get help if you have
a bad landlord or your rented home is not safe. Contact HomeLine or other legal
aid agencies in your area, or your local public housing authority. It is important to
report bad landlords and unsafe housing, to protect yourself and other current
and future tenants.
If there is an immediate threat to your safety in your home, call the police or fire
department at 9-1-1.
Scene 15 If both tenant and landlord follow the ________and do the right thing, a rented
house or apartment becomes a safe and friendly place for you and your family to
live. Don’t be afraid to get help to find housing or solve housing problems. Thanks
for watching.
45 | E C H O F a i r H o u s i n g U n i t
Summarizing the Video- STUDENT COPY Modals are words that come before a verb (action word.) Modals give the verb extra meaning. Today, we will
review the modal must.
We will also practice adding the adverb never to sentences with must. Adverbs are words that come before a
verb. Adverbs give the verb extra meaning.
MUST + ADVERB + BASE VERB
must + base verb must + adverb + base verb
Must is used to talk about something that HAS TO be done because it is necessary. Must is used when you have to do something to obey a rule or law. Must is used to say that we feel sure that something is true.
Never is an adverb. That means it changes or gives more meaning to a verb. Adverbs always go before the base verb. Never goes after the modal must. The phrase must never + a base verb is VERY STRONG and formal. It means that you should not do something at any time or EVER.
Examples Examples
You must stop your car at the stop sign.
She must have a passport to travel to travel to Mexico.
He must obey the law.
He must never use that machine. It is dangerous.
You must never leave the oven on when you leave the house.
You must never play with matches.
What are some responsibilities of tenants? Complete the sentences. Use must or must never. Then, find the scene number in the video that supports your
answer.
1) Tenants __________keep their bathrooms clean. I know this because the video script says “tenants -
_______ keep their homes clean, including carpets, kitchen, everywhere” in scene number _______.
2) Tenants _________________light fires inside their apartment. I know this because the video script says
“tenants _______________ light open fires, incense altar fires or grills indoors” in scene number ______.
What are some responsibilities of landlords? Complete the sentences. Use must or must never. Then, find the scene number in the video that supports your
answer.
1) Landlords ______________ rent you a home that is very dirty and has dangerous broken windows. I
know this because the video script says “landlords cannot rent you an unsafe or dirty home” in scene
number __________.
2) Landlords ________________ charge you to fix things that you didn’t break. I know this because the
video script says “landlords cannot charge you for repairs that weren’t your fault” in scene number _____.
46 | E C H O F a i r H o u s i n g U n i t
Summarizing the Video- Teacher Copy Modals are words that come before a verb (action word.) Modals give the verb extra meaning. Today, we will
review the modal must.
We will also practice adding the adverb never to sentences with must. Adverbs are words that come before a
verb. Adverbs give the verb extra meaning.
MUST + ADVERB + BASE VERB
must + base verb must + adverb + base verb
Must is used to talk about something that HAS TO be done because it is necessary. Must is used when you have to do something to obey a rule or law. Must is used to say that we feel sure that something is true.
Never is an adverb. That means it changes or gives more meaning to a verb. Adverbs always go before the base verb. Never goes after the modal must. The phrase must never + a base verb is VERY STRONG and formal. It means that you should not do something at any time or EVER.
Examples Examples
You must stop your car at the stop sign.
She must have a passport to travel to travel to Mexico.
He must obey the law.
He must never use that machine. It is dangerous.
You must never leave the oven on when you leave the house.
You must never play with matches.
What are some responsibilities of tenants? Complete the sentences. Use must or must never. Then, find the scene number in the video that supports your
answer.
3) Tenants must keep their bathrooms clean. I know this because the video script says “tenants must keep
their homes clean, including carpets, kitchen, everywhere” in scene number 10.
4) Tenants must never light fires inside their apartment. I know this because the video script says “tenants
must never light open fires, incense altar fires or grills indoors” in scene number 11.
What are some responsibilities of landlords? Complete the sentences. Use must or must never. Then, find the scene number in the video that supports your
answer.
3) Landlords must never rent you a home that is very dirty and has dangerous broken windows. I know this
because the video script says “landlords cannot rent you an unsafe or dirty home” in scene number 13.
4) Landlords must never charge you to fix things that you didn’t break. I know this because the video script
says “landlords cannot charge you for repairs that weren’t your fault” in scene number 13.
47 | E C H O F a i r H o u s i n g U n i t
A Summons and Complaint
Paper is a letter that says you
need to come to court.
Jigsaw Student 1: The Problem
Clara and Jaime are married and live in an apartment in St. Paul. Recently, Jaime
lost his job. Paying bills is difficult for them right now. Clara and Jaime did not pay their
rent on time this month. Their rent was due on the 1st of the month.
Clara and Jaime were afraid to talk to their landlord
about the rent. So, they ignored his phone calls. Yesterday,
a woman came to the door and gave them a Summons and
Complaint Paper. It says that Clara and Jaime need to go to
court.
Clara and Jaime are scared. Jaime has a job interview
this week.
What should they do?
48 | E C H O F a i r H o u s i n g U n i t
A Summons and Complaint
Paper is a letter that says you
need to come to court.
Jigsaw Student 2: Eviction Laws in Minnesota
THE ONLY LEGAL WAY TO EVICT — EVICTION COURT CASES
If a landlord wants to force you to move, they must file an eviction court case. This means your landlord fills out
papers to make a complaint against you.
Eviction court cases can be filed against you for many reasons, like
● not paying rent
● breaking the rules of the lease
● destroying the rental property on purpose
You will have to go to court. If the landlord wins, you may have to move out
of your apartment.
You know that the landlord has started an eviction court case against you
when you get the Summons and Complaint (these are legal papers that tell
you to appear in court). Do not ignore or throw away these papers.
The court case will usually will be scheduled 7 to 14 days after you get the
Summons and Complaint papers. It is very important to go to court.
At the hearing you can pay the amount of rent you owe plus the court
filing fees and any other fees. If you do this you might be able to stay in
your apartment.
Resource: http://www.lawhelpmn.org/resource/tenants-rights-in-minnesota#Eviction
49 | E C H O F a i r H o u s i n g U n i t
Fair Housing Unit: Week 1, Thursday Day 4: What is fair housing and why should you exercise your tenant rights?
Objectives Learners will be able to… Materials Literacy/ELA, CCRS Anchor 1 (RI/RL.1.1.): recall key details about moving out of a rental home after reading closely and asking and answering questions Literacy/Listening/Critical Thinking: identify incidents of housing discrimination in stories about renters’ in Minnesota. Writing/Grammar: suggest solutions using the modal should for individuals and families facing housing discrimination based on what they have learned this week. Lifeskill/Speaking: access legal aid resources, such as HOMELine, in Minnesota to support their rights as tenants by calling and stating a problem using a conversation template.
Make Student Copies
Handout: A few extra copies of: ECHO Fair Housing Resource Booklet (make copies and staple for each student) *Ss can take these home today!
Handout: Summarizing “Moving Out” Worksheet
Handout: Renters’ Stories
Handout: (time permitting) Conversation Template
Handout: Post Test Make Single Copies or Reference
Notes for Teachers on Renters’ Stories
Teacher Copy: Post Test Props, Technology, or Other Resources
ELMO Projector
Lesson Plan Review: (20-30 mins) Description: Ss will read the Moving Out section of the ECHO Fair Housing Resource Booklet in order to determine the most important points to remember and complete sentence frames to summarize. Materials/Prep: ECHO Fair Housing Resource Booklet; Summarizing “Moving Out” Worksheet Activity 1: Literacy/Listening/Critical Thinking (25-30 mins) Description: Ss will read to identify incidents of housing discrimination in stories about renters in Minnesota. Materials/Prep: ECHO Fair Housing Resource Booklet; Renters’ Stories; Notes for Teachers on Renters’ Stories Activity 2: Writing/Grammar (15-20 mins) Description: Ss will suggest solutions using the modal should for individuals and families facing housing discrimination based on what they have learned this week. Materials/Prep: ECHO Fair Housing Resource Booklet; Renters Stories Activity 3: Lifeskill/Speaking (15-20 mins) *Time permitting* ONLY do this activity if you will have time for the Post Test Description: Ss will practice making phone calls to access legal aid resources in Minnesota to support their rights as tenants using a conversation template. Materials/Prep: ECHO Fair Housing Resource Booklet; Conversation Template Post Test (15mins) Make copies of the Post Test and give them to Ss. Make sure they write their names on their tests. Collect the tests afterwards and give them to your Coordinator.
50 | E C H O F a i r H o u s i n g U n i t
Teacher Directions: Review
Materials: ECHO Fair Housing Resource Booklet; Summarizing “Moving Out” Worksheet
Step 1: Introduce Review Activity
Pass out the ECHO Fair Housing Resource Booklet. This booklet has been a
resource that we have learned from all week.
At the end of class today they can take it
home.
Then, pass out the Summarizing “Moving
Out” Worksheet.
Tell Ss that they will follow the instructions
on the worksheet. First, they will read the
“Moving Out” section 3 times. Then, they will fill
out the sentence frames on the 2nd half of the
worksheet.
Step 2: Reading to Summarize
Give Ss time to read. While Ss are reading, Teacher
circulates and answers questions about new words. Encourage Ss to use the
glossary to find definitions. You can also ask Ss to write their answers to Stop
and Think questions or highlight parts of text that help to answer the
questions.
Step 3: Check for Understanding
Have Ss share their summaries with a partner or the class.
Ask Ss According to page 8, what are the most important things to remember
when you are ready to move out?
Teacher Directions: Activity 1: Literacy/Listening/Critical Thinking
Materials: ECHO Fair Housing Resource Booklet; Renters’ Stories; Notes for Teachers on Renters’ Stories;
Renters’ Stories
Step 1: Setting the Context
Tell Ss that today we are going to think about the question: What is fair housing and why should you exercise
your tenant rights? Write the question on board.
Ask Ss to turn to page 9 of their ECHO Fair Housing Booklet. Teacher reads the page aloud, Ss listen.
Ask Ss to define The Fair Housing Act, they can look in the glossary of their ECHO Fair Housing Booklet
Fair Housing Act: a law that says that you cannot be denied housing because of your race, where you are
from, your gender, religion, having a disability, having a family or being on public assistance.
Note for Teachers:
What is Close Reading?
When we ask Ss to read a text
closely we are asking them to think
like a detective and write like a
reporter. Our goal is to get Ss to
slow down, engage with the text in
different ways, and reflect as they
read. Ss read the text with a
purpose and goal.
For example, students may be asked
to analyze the text more thoroughly
and provide evidence from the text
to support their answers to question
from the teacher.
Resource:
http://www.scholastic.com/teachers
/article/common-core-close-
reading-0
Turn and Talk Teaching Strategy:
When you ask students to Turn and
Talk to a partner, it allows ALL
students share their ideas aloud in a
low-risk setting.
Also, it gives students more time to
think, process and practice their
language before sharing with the
whole group.
Reference:
http://www.theteachertoolkit.com/in
dex.php/tool/turn-and-talk
51 | E C H O F a i r H o u s i n g U n i t
Explain to Ss that to exercise your rights means to use an ability or power. Tell Ss it is important to exercise
your tenant rights. For example, you should use your rights as a tenant to report a bad landlord who refuses
to rent to you because you are from a different country. It is against the
law for landlords to do this.
Step 2: Reading Renters’ Stories
Pass out the Renters’ Stories handout to Ss. Go over
the instructions as a class. Then, have Ss work in small
groups of 3, if possible. Assign each group member a
role:
Encourage Ss to refer to their ECHO Fair Housing Booklet to support their answers, led by the leader of their group.
Step 3: Check For Understanding
Use the Notes for Teachers on Renters’ Stories sheet to
go over the answers to each scenario.
Be sure to pass along the resource information for
students.
Finally, ask Ss What is fair housing? Give Ss time to
think.
Then, ask Ss to share a definition in their own words.
Everything they have been learning this week should
help them answer this question.
Leader: Read the directions.
Remind everyone to speak
English. Have your ECHO Booklet
ready to help find answers.
Reader: Read the story to the
group. 2-3 times.
Writer: Read the questions,
Write down your group’s
answers.
Note for Teachers:
What is wait time?
Wait time is the amount of
time that elapses between a
teacher-initiated question and
a student response. Wait time
= think time!
Why should I increase my
wait time?
Research shows, that many
teachers only allow about 1
second of wait time! Wait
time = THINK TIME!
Increasing your wait time to
5-10 seconds can…..
1) increase the number of
student responses.
2) increase the caliber of
student responses. For
example, students may offer
more evidence in support of
their answers.
3) students’ confidence
increases, because they have
more time to think about and
form their answer. This is
really important for your ESL
students.
How can I increase my wait
time?
When you see this symbol
Ask Ss the
question and count to 5 or 10
in your head. Then, solicit
responses from your class.
Note for Teachers:
How can I support students to read
independently? What if they get
stuck and can’t answer a question?
Don’t give them the answer.
Instead, encourage your Ss to try to
find the answers on their own! Tell
them to read like a detective!
Here are a few additional tips and
prompts to support your student
readers if they get stuck.
Teacher asks Ss to:
Re-read the text.
“Read page ___ one more time.
Then, see if you can answer the
question.”
Refer back to a part of the text.
“Look at the 3rd
paragraph”
“What section could you look at to
find your answer?”
-
52 | E C H O F a i r H o u s i n g U n i t
Teacher Directions: Activity 2: Writing/Grammar
Materials: ECHO Fair Housing Resource Booklet; Renters’ Stories
Step 1: Review
Review giving advice with should. Remind Ss that we use should to give suggestions or advice. Should is always
used with a base verb. A base verb has no ending. Examples of base verbs are: read, cook, eat, buy.
Write some example sentences on the board:
You should pay your rent on time.
You should tell your landlord about things that need to be fixed.
Step 2: Model
Now, we will write advice to the renters from the
Renters’ Stories. We will use what we know to give
them advice.
Teacher rereads Story 1 from Renters’ Stories
handout. Then, ask Ss What advice would you give
to Sam? Give Ss time to think.
Teacher gives possible answer Sam should call HomeLine to get legal aid help. The landlord is breaking the
law. I know this because on page 9 it says “Landlords cannot refuse to rent to you because of a disability.”
Step 3: Independent Practice
Next, Ask Ss to give advice to the other renters from Stories 2 & 3. Write the following sentence frame on the
board and ask Ss to complete it.
_____________ should ______________________________________.
The landlord is ______________________________________.
I know this because ___________________________________________.
53 | E C H O F a i r H o u s i n g U n i t
Teacher Directions: Activity 3: Lifeskill/Speaking
*TIME PERMITTING*
Materials: ECHO Fair Housing Resource
Booklet; Conversation Template
Step 1: Brainstorm
Remind Ss that there are many free resources to
help tenants who have problems with their
landlords. Ask Ss to turn to page 9 in their ECHO
Fair Housing Resource Booklet.
Tell Ss that these resources can help with things
like discrimination, utility bills, eviction, finding a
home, help with rent, legal aid and mediation
services.
Define Legal Aid for Ss: Legal Aid is free legal
advice or help for people who cannot afford it.
Ask Ss to Turn and Talk to a partner about this
question: Why would a tenant need legal aid or
help from a lawyer?
After Ss have time to talk, write their answers on the board.
Step 2: Conversation Practice
Pass out the Conversation Template.
Role play calling for Legal Aid help. Teacher models the conversation with a
volunteer Ss first!
Then, have Ss practice the conversation model in partners. Finally, ask pairs to
share their conversations aloud to the whole group.
Step 3: Checking for Understanding
Write the following multiple choice question on the board:
Ask Ss Why should you exercise your rights as a tenant? Why should you report a
bad landlord?
a) You should report a bad landlord because it can help tenants in the future.
b) You should report a bad landlord because they might be breaking the law.
*Teachers: Both A & B are correct.
Note to Teachers:
Mediation Services
Tell students that mediation
services can help you talk about
a problem with your landlord or
neighbors BEFORE going to
court.
It is a good first step if you have
a problem and is low cost.
Dispute Resolution Center
91 Arch Street, East St. Paul
St. Paul, MN 55130
Phone
651.292.7791
Note for Teachers:
Turn and Talk Teaching Strategy:
When you ask students to Turn and
Talk to a partner, it allows ALL
students share their ideas aloud in a
low-risk setting.
Also, it gives students more time to
think, process and practice their
language before sharing with the
whole group.
Reference:
http://www.theteachertoolkit.com/in
dex.php/tool/turn-and-talk
54 | E C H O F a i r H o u s i n g U n i t
Summarizing “Moving Out” Worksheet
Name: _______________________________ Directions: 1) Take out your ECHO Fair Housing Resource Booklet. 2) Use the Table of Contents to find the “Moving Out” section.
3) Read the “Moving Out” section. Follow these steps.
The 1st read: Just read through one time. Try not to stop.
The 2nd read: Read again. This time, circle words you don’t understand.
The 3rd read: Read the page again. Then, Stop and Think. Answer the question at the bottom of
pages.
Now, you will summarize what you read. Summarize means: to retell the information using your own words AND using fewer words. What should you do when you are ready to move out? When you are ready to move out you should _____________________________________
___________________________________________________________________________.
You also should ________________________________________ _____________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
55 | E C H O F a i r H o u s i n g U n i t
Renters’ Stories
Directions:
1) Read the Story, 2-3 times.
2) Stop and Talk. What was the story about?
3) Answer the Questions.
Story 1:
Sam is a man who uses a wheelchair. He found an apartment on the first
floor of a building. There is already a wheel chair ramp to get into the building. Sam is happy.
There is one small problem. There are two more stairs that do not have a ramp. Sam cannot go
over the stairs in his wheelchair. Sam’s brother Max wants to help. Max can build a small ramp.
Sam asks the landlord if Max can build a small ramp over the stairs so he can go into the
apartment, but the landlord refuses.
Sam Wheelchair ramp
Is the renter being discriminated against? Yes or No
Is the landlord breaking the law? Yes or No
How do you know? I know because it says _________________ on page 9 of my book.
Leader: Read the directions.
Remind everyone to speak
English. Have your ECHO Booklet
ready to help find answers.
Reader: Read the story to the
group. 2-3 times.
Writer: Read the questions,
Write down your group’s
answers.
56 | E C H O F a i r H o u s i n g U n i t
Renters’ Stories
Directions:
1) Read the Story, 2-3 times.
2) Stop and Talk. What was the story about?
3) Answer the Questions.
Story 2:
Yoon is a woman from Korea. She has a Korean accent. Yoon calls a landlord about an apartment
for rent. She leaves four messages but the landlord never calls her back. Yoon’s friend Sarah was
born in the United States. She doesn’t have a foreign accent. Sarah tries to call the landlord for
Yoon. She asks the landlord why he didn’t call Yoon back. The landlord tells Sarah that he can’t
rent to people who don’t speak English.
Is the renter being discriminated against? Yes or No
Is the landlord breaking the law? Yes or No
How do you know? I know because it says _________________ on page 9 of my book.
Story 3: Vera and Dan have 2 children. They are looking for a new apartment. They looked at a
two-bedroom apartment that they really like. It is in a good neighborhood. However, when the
landlord saw the children he said that the apartment was too small for them.
Is the renter being discriminated against? Yes or No
Is the landlord breaking the law? Yes or No
How do you know? I know because it says _________________ on page 9 of my book.
57 | E C H O F a i r H o u s i n g U n i t
Notes for Teacher on Renters’ Stories
Story 1: Answer: Landlords must be willing to allow "reasonable" modifications/changes/help for disabled tenants
For example, installing a small ramp for the stairs. So, it is against the law for the landlord to deny Sam
housing based on his disability.
Story 2: Answer: Since Yoon never received a call back from the landlord she has good reason to suspect
discrimination because of national origin. Also, the landlord said that he doesn’t rent to people who don’t
speak English. This is against the law. Yoon and her friend should contact Homeline for Legal Aid help to
report this landlord.
Story 3 Answer: The landlord cannot discriminate against Vera and Dan for having a family. However, it is
important to share with students that there are occupancy limits, or rules about the number of people who
can live in one home. Occupancy limits are created for public safety, to make sure that there are not too
many people in one home. The rules for occupancy limits vary from city to city. In this case, the house was
probably not too small. According to the US Department of Housing and Urban Development two people
per bedroom is probably reasonable. Of course, this depends on the size of the apartment, the amount of
living space and the age of the occupants.
Teachers: Please write the phone numbers for HomeLine on the board and explain how this FREE resource
can help student, if they have questions about housing discrimination.
HOMELine
www.homelinemn.org
What is HOMELine?
HOME Line provides free legal, organizing, educational and advocacy services so tenants throughout
Minnesota can solve their own rental housing problems. HOME Line works to improve public and private
policies relating to rental housing by involving affected tenants in the process. We operate a free
statewide tenant hotline to advise renters of their rights: Metro Area: (612) 728-5767 …or call us toll-free
from Greater MN at: (866) 866-3546 Reference:http://fairhousingmn.org/providers/faq/
58 | E C H O F a i r H o u s i n g U n i t
Conversation Template
Directions: With a partner, practice calling HOMELine for legal aid help.
You can call HOMELine at: 612-728-5767
Call For FREE Legal Help
Llame para informacioón legal GRATUITA
Wac si aad u hesho caawin lacag la’aan ah xaga sharciyada
Practice leaving a message
Legal Aid: Thank you for calling HOMELine’s tenant hotline. Please leave your name, phone number and
address of the rental unit you are calling about, including your city, and a brief description of why you are
calling. We will return your call in the order it was received. Thank you.
Caller: Hi, my name is ________________. My phone number is ________________.
My address is _______________. I live in __________________.
My problem is______________________. Thank you.
Practice talking to a Legal Aid Representative.
Legal Aid Representative: Hello, this is HOMELine how may I help you?
Caller: I am calling because my landlord will not fix my leaky sink.
Legal Aid Representative: What is your full name?
Caller: ________________
Legal Aid Representative: What is your address?
Caller: _________________________.
Legal Aid Representative: What is your phone number?
Caller: _____________________
Legal Aid Representative: Do you need a translator? If yes, what language do you speak?
Caller: _____________________
Legal Aid Representative: I will have a lawyer call you back about this problem.
Caller: Thank you, good-bye
59 | E C H O F a i r H o u s i n g U n i t
ECHO Fair Housing Unit: Pretest & Post Test
Name: _______________ Date: _______________ School Name: ___________________
Read each statement. True or False.
1) A Minnesota landlord can decide not to rent to you if you are from another country. True False
2) When you rent a new home it is a good idea to walk through the apartment with the
landlord. Take notes and take pictures of any problems you see.
True False
3) There are places you can go to get FREE help if you have a bad landlord. True False
4) If there is a fire in your apartment, renter’s insurance can help you get new things. True False
5) You have the right to live anywhere you want if you can pay the rent and follow the rules
in the lease.
True False
Choose one answer. your answer.
7) What should a responsible tenant do?
a) pay rent on time
b) tell the landlord about things that need to be fixed
c) keep the apartment clean
d) all of the above
8) A landlord can choose not to rent to someone because _________.
a) they are pregnant.
b) they have a criminal background.
c) they have a disability.
d) they do not speak English.
Circle
Circle
More Questions on the Next Page
60 | E C H O F a i r H o u s i n g U n i t
Read the sentence. Who is responsible? Who does this? Landlord OR Tenant
7) Getting rid of pests like mice, cockroaches or bed
bugs.
Landlord Tenant
8) Returning a full damage deposit in 21 days if there is
no damage to the apartment.
Landlord Tenant
9) Cleaning the apartment every day. Landlord Tenant
10) Fixing problems like leaky faucets. Landlord Tenant
11) Keeping drains and sinks clean from rice, food and
hair.
Landlord Tenant
12) Keeping plumbing working. There should be both
hot and cold water.
Landlord Tenant
Read the questions. Write your answers.
13) What does it mean to be a respectful tenant? Give 3 examples.
14) What does it mean to be a good neighbor? Give 2 examples.
Circle
61 | E C H O F a i r H o u s i n g U n i t
TEACHER COPY: ECHO Fair Housing Unit: Pretest & Post Test
Name: _______________ Date: _______________ School Name: ___________________
Read each statement. True or False.
1) A Minnesota landlord can decide not to rent to you if you are from another country. True False
2) When you rent a new home it is a good idea to walk through the apartment with the
landlord. Take notes and take pictures of any problems you see.
True False
3) There are places you can go to get FREE help if you have a bad landlord. True False
4) If there is a fire in your apartment, renter’s insurance can help you get new things. True False
5) You have the right to live anywhere you want if you can pay the rent and follow the rules
in the lease.
True False
Choose one answer. your answer.
7) What should a responsible tenant do?
a) pay rent on time
b) tell the landlord about things that need to be fixed
c) keep the apartment clean
d) all of the above
8) A landlord can choose not to rent to someone because _________.
a) they are pregnant.
b) they have a criminal background.
c) they have a disability.
d) they do not speak English.
Circle
Circle
More Questions on the Next Page
62 | E C H O F a i r H o u s i n g U n i t
Read the sentence. Who is responsible? Who does this? Landlord OR Tenant
7) Getting rid of pests like mice, cockroaches or bed
bugs.
Landlord Tenant
8) Returning a full damage deposit in 21 days if there is
no damage to the apartment.
Landlord Tenant
9) Cleaning the apartment every day. Landlord Tenant
10) Fixing problems like leaky faucets. Landlord Tenant
11) Keeping drains and sinks clean from rice, food and
hair.
Landlord Tenant
12) Keeping plumbing working. There should be both
hot and cold water.
Landlord Tenant
Read the questions. Write your answers.
13) What does it mean to be a respectful tenant? Give 3 examples.
Answers may include: no trespassing, following the agreed upon guidelines the lease, putting cigarette butts in the proper container, smoking only
in designated areas, not harvesting plants from people’s yards, no incense or fires indoors, cleaning the apartment frequently, reporting repairs
needed to the landlord, paying rent on time, keeping the volume of music and noise low, giving proper notice when moving out, keep the yard clean,
follow rules for parking spaces, etc.
14) What does it mean to be a good neighbor? Give 2 examples.
Answers may include: keeping the volume of music and noise low, keeping the yard clean, following rules for parking spaces, locking doors, clean-up
after yourself in shared spaces, share the washing machine and dryer, etc.
Circle
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